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MYP Projects guide- Process Journal. For both the community project and the personal project, students are expected to document their process in the process journal.

MYP Projects guide- Process Journal

In this way, students demonstrate their working behaviours and academic honesty. Documenting the process The process journal is a generic term used to refer to the record of progress maintained by the student throughout the project. However, the media for documenting the process can vary depending on student preferences. It can be written, visual, audio or a combination of these, and it may include both paper and electronic formats. Students will be familiar with the practice of documenting the development of their project in the process journal and can draw on techniques used to document the arts process journal, the design folder or similar workbooks in other subject groups.

The process journal is personal to the student, in the sense that he or she is also exploring ways of recording his or her process. Table 8. DP EE Guide- Reflection. There are three mandatory reflection sessions that are a formal part of the extended essay and should be recorded on the Reflections on planning and progress form.

DP EE Guide- Reflection

Following each session, students are required to complete the relevant comment section on the form and submit it to their supervisor. The supervisor must then sign and date the form and after the final reflection session, the viva voce, add their own comment. For more information on the protocols for completing and submitting the Reflections on planning and progress form please refer to the section “Protocols on completing and submitting the Reflections on planning and progress form”. Following the completion of all three sessions, the form will be submitted to the International Baccalaureate along with the completed extended essay. An incomplete form will impact the examiner’s ability to apply assessment criterion E (engagement) and will result in the student receiving a lower mark for this criterion.

Framing and Reflection during the design process. Jackie Gerstein is an experienced educator who has been working as a classroom teacher and pre-service teacher trainer for years.

Framing and Reflection during the design process

With a background in experiential learning, Gerstein is excited about current trends in education that have more people excited to try project-based learning, maker education and other approaches that let students get hands-on with their learning. She hopes all the excitement turns into robust, meaningful change in how mainstream teachers educate. To do that, she says it’s crucial that teachers not only focus on the materials and tools of a maker activity, but also carefully frame it and reflect upon it to make sure learning happens.

“If we don’t create a process of reflecting and framing them, then we are leaving learning up to chance,” Gerstein said on a panel about makerspaces hosted at the International Society of Technology in Education (ISTE) conference. Amplify Reflection. Reflection is an important component of the learning process.

Amplify Reflection

It can NOT be seen as an add-on, something to be cut if time is running short. We have all heard John Dewey’s quote: “We don’t learn from experience, we learn from reflecting on the experience” Reflection also takes on an important role in documenting learning, blogging as pedagogy and formative assessment. Asking a teacher to simply “reflect” on a lesson taught or asking students to “reflect” on their learning, will often be met with blank stares. In addition to inherent components of reflection, which traditionally have been viewed as internal (thinking about one’s own learning and that thinking primarily benefiting ourselves), we need to take a closer look at amplifying reflection by sharing our reflection transparently (learning how to articulate and make our thinking visible to others and the learning benefiting ourselves AND others). Routines (interested in learning more about the KWHLAQ upgrade?) Taxonomies I. What? What? 40 Reflection Questions.

Self Assessment Questions for a Growth Mindset. We recently came across this infographic by Jackie Gerstein, Ed.D. that beautifully sums up the process of self assessment and the 21st Century Fluencies.

Self Assessment Questions for a Growth Mindset

In a word, it’s all about evaluation. It couples so well with great formative assessment tools that we wanted to highlight it here and expand a little on each point. As we consider each question, obviously the best answer is “Yes.” But if it’s “No,” we want to understand why. 1. Was it a lack of energy? Taking care of oneself is crucial to a well-functioning brain. Were you stuck? Was it information that you didn’t have in order to get unstuck? 2. Lack of vision? You have to know where you want to go and how far you want to reach.

Lack of worthy examples? What similar great works inspire you? Did you begin the work with, “Oh, this is going to be impossible!” The attitude and self-fulfilling language that you begin with is so important.